Special Education Framework
Focus on the IEP Writing Process
Our accountability system has two
overarching objectives
Growth for all students, every year
and
Faster growth for those students who are furthest
behind
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Presented through a collaborative effort with DOE,
DCE, and The Arc Tennessee
 DCE (Disability Coalition on Education) is a loosely structured
coalition of advocacy organizations and other interested individuals
that focus solely on education issues that impact students with
disabilities
 The Arc Tennessee is statewide advocacy organization for persons
with intellectual and developmental disabilities and their families
 This presentation is designed to provide information to families
rather than actual “training” – we do not represent DOE and
therefore are not qualified to answer certain questions about this
process; you have each been given index cards on which to write
your questions; we will turn these in to DOE after the presentation
and they will begin a FAQ sheet that will be made available through
their website
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This Evening’s Presenters
The Arc Tennessee
Loria Richardson, Lead Project Specialist
lrichardson@thearctn.org
615-215-2065
Carrie Hobbs Guiden
Executive Director
cguiden@thearctn.org
615-248-5878 x14
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Policy Changes & Practices that will impact the IEP
 Identifying students with a Specific Learning Disability
• As of July 1, 2014, RTI² will be the framework used by teams to identify a
student with a Specific Learning Disability.
 Evaluation timeline changes
• As of January 29, 2014 TN changed to a 60 calendar day evaluation timeline
which aligns with federal guidelines. A program will be implemented within 30
calendar days from eligibility determination.
Instructionally Appropriate IEP
 Short term objectives
• As of March 31, 2014, TN, will no longer have the requirement of
benchmarks or short term objectives in IEPs, except for the students
who participate in the alternate assessment.
 Progress monitoring tools will chart progress towards goals
• Student receiving intervention through special education will be
progress monitored in their specific area of deficit.
 Communication regarding progress through regular progress reports
• Academic Progress monitoring data will be shared with parents as
frequently as non-disabled peers.
Moving from Standards based IEPs to
Instructionally Appropriate IEPs
 Developed an IEP task force
 Multidisciplinary team (43) from across the state
• November met in large group
 Developing a comprehensive guidance document
• Assigned task
• Met in small groups
• 1st draft completed by Feb 28, 2014
• All feedback was due March 10, 2014
• Second draft sent out March 28, 2014
 Developing Implementation guide
• Draft completed and sent out March 28, 2014
Guiding Principles of Task Force
 All students are general education students first
 All students should receive their core instruction in the general
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education setting to the extent possible
Students require direct intervention in specific area of deficit in
addition to core instruction
Focused on SWDs access to core instruction
Common core standards removed from easyiep
Special education teachers are the most intensive interventionist
General education teachers are the content experts
Specialized Education
• Most Intensive Intervention on a Continuum
of Services
• Specialized Education is an Intervention-Not
a Place
• Specially Designed Instruction
Core Instruction and Transition are the center of student success!
Special Ed. Intervention & Progress Monitoring is an on going cycle
that improves outcomes
Special Education
Framework
At the Center
Core Instruction and Transition
 ALL students are provided instruction based on CCSS
 The most intensive interventions, (special education), are in addition
to core instruction-not a replacement
 Intervention is
• Based on individual area of need
• Content/Skill specific
• Does not necessarily include all content areas or skills
 Transition
• Begins in kindergarten
• Focus on career and college ready
• Current and previous data inform and guide Transition planning
Core Instruction
High Expectations-All means All
 Grounding Principles
• The education system should start with the assumption that every child
can learn. This is called the least dangerous assumption because
exposing students to learning is not harmful, but keeping them from it
is
• General education curriculum is defined as the full range of courses,
activities, lessons, and materials routinely used by the general
population of a school and access is the active engagement in learning
the content and skills of the curriculum that is being taught to general
education students
Common Core State Standards
Application to Students with Disabilities
 Students with disabilities are a heterogeneous group with one
common characteristic
• The presence of disabling conditions that significantly hinder their
abilities to benefit from general education
 Participate with success
• Instructional Supports
• Instructional Accommodations
• Assistive technology devices and supports
Specially Designed Instruction
Universal Design for Learning
 Does not mean working at a lower level nor does it weaken the
curriculum or change the standard
 Is not the same as an accommodation
 Is specific to skills deficits, not a particular subject or content area
 Focus on the importance of:
• Multiple means of representation
• Multiple means of action and expression
• Multiple means of engagement
Questions to Consider
 Think of some examples of specially designed instruction/universal
design for learning
• Is this done at your school(s)? How can this be implemented in your
school(s)?
 Please view UDL sheet on slide 14. Use the blank sheet provided to
fill in ways you may be implementing this in your school.
Examples of UDL
Deriving UDL Solutions
Model Template
Grade: 3
Teacher: Mrs. G.
Subject: Science
Goal: Research and present information on a flower.
Materials & Methods
Standard: 6.23—Plants lifecycle
Potential Barriers/
Missed Opportunities
UDL Solutions
Printed textbook
Kevin—Difficulty seeing small text
Bill—Doesn’t tap his graphics skills
Brian—Difficulty decoding/understanding word
meaning
Electronic text with text-to-speech to read aloud
CD-ROM or online encyclopedia; Web page with collections of images
Spanish CD-ROM on flowers; link to Spanish Web site
Lecture/whole class
presentation
Jose—Difficulty comprehending meaning
Helen—Distracted, may miss info
Kiwa—Distracted, may miss info
Provide Spanish/English key terms translations with text-to-speech
Provide Inspiration concept map of key ideas; eText outline with text to speech
that students can access
Library research
Brian—May have trouble keeping track.
Kiwa—May not be able to abstract the project’s
important content.
Partially filled-in outlines; Web page with attached resources; collection of
online resources, online or CD-ROM encyclopedia, linked to Inspiration outline
of key project parts
Create written report
Sarita—Mechanics-based difficulty expressing
her ideas
Jake—Format doesn’t tap artistic talent
Word processor with spell check; talking word processor
Flower drawing
Phillip—Drawing will be physically difficulty.
Word processing; selection of graphics to use in report
Oral report on flower
Jorge—Format doesn’t tap musical talent
Brian—May be intimidated
Provide option of live or recorded music as part of demonstration
Pair Brian with James, who can support him while working
Independent project
James—Context won’t draw on his leadership
and collaboration skills.
Helen—Could have difficulty working alone.
Elizabeth—Deep knowledge of plants
Encourage James to support other students as they work
Graphics program—Kid Pix
Be sure to find aspect of project of particular interest to Helen and check in
frequently. Support presentation with notes
Pair Elizabeth with Jose to share her knowledge and enthusiasm
http://www.cast.org/teachingeverystudent/tools/udlsolutionstemplate.cfm
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UDL Sites
 www.cast.org
 www.udlcenter.org

https://www.montgomeryschoolsmd.org/departments/hiat/udl/UDL_
intro.pdf
 http://www.gpb.org/education/common-core/udl-part-1
 http://www.gpb.org/education/common-core/udl-part-2
ALL students receive high
quality core instruction
 Indicator 5
• Children with IEPs are served inside the regular classroom 80% or more
of the day to the extent possible
• Should have evidence of LRE
– Data used to support the team decision
 Continuum of Services
• General Education teachers are the content experts
• Interventions are in addition to the 80% core
• Intervention must match the specific area(s) of deficit
Tier I Worksheets
 Tool for collaboration
 Have to know the specific deficit area in order to appropriately
design instruction
 To assist in pre-planning for the student
 Example posted to conference site
New Title: Tier I Worksheet
INSERT TIER ONE WORKSHEET
Instructionally Appropriate IEP
Overview
 Present Levels of Educational Performance
• PLEP-Foundation of IEP
• States how student’s current functioning impacts them on grade level
standards
 Measurable Annual Goal
• MAG-Directly linked to data from PLEP
• Tied to specific area of deficit
 Accommodations/Assessments
• Accommodation use based on need identified in PLEP
 Interventions tied to Measurable Annual Goal (Specific area of
deficit/need)
Other Health Impaired
Specific Learning Disability
Other Health Impairment means having limited strength,
vitality or alertness, including a heightened alertness to
environmental stimuli, that results in limited alertness
with respect to the educational environment, that is due to
chronic or acute health problems such as asthma,
Attention Deficit Hyperactivity Disorder, diabetes,
epilepsy, a heart condition, hemophilia, lead poisoning,
leukemia, nephritis, rheumatic fever, sickle cell anemia;
and Tourette’s Syndrome that adversely affects a child’s
educational performance.
Academics
“Specific Learning Disability” The term Specific Learning
Disability means a disorder in one or more of the basic
psychological processes involved in understanding or in
using language, spoken or written, which may manifest itself
in the imperfect ability to listen, think, speak, read, write,
spell, or do mathematical calculations, and that adversely
affects a child’s educational performance. Such term
includes conditions such as perceptual disabilities (e.g.,
visual processing), brain injury that is not caused by an
external physical force, minimal brain dysfunction, dyslexia,
and developmental aphasia.
Basic Reading
Pre-vocational
Social-emotional
Adaptive behavior
Reading Fluency
Reading Comprehension
Math Calculation
Math Problem Solving
Written Expression
Above are deficits commonly associated with Tennessee’s disability criteria. This excerpt is not
meant to be exhaustive and does not reflect the needs of all students with an identified disability;
rather is meant to be used as a resource by IEP teams as they develop Instructionally Appropriate
IEPs.
Present Levels of Educational Performance
PLEP
 Describes the unique needs of the student that the IEP will address
• Identifies the student’s level of performance using current data
 States what the student can do which determines what the student
cannot do
• Identifies the students area(s) of strength
• Identifies area of exceptionality (deficit)
• Written in positive terms
 Describes current academic and functional performance
Without proper PLEPs, the IEP team cannot develop appropriate
goals, accommodations, or select an appropriate program for the
student.
The foundation of the IEP
5 Steps to Writing a Sound PLEP
1. Bring current data to the IEP meeting
2. Be very specific and make sure it is an accurate reflection.
•
Not how a student functions on a particular day, but consistently
(show a pattern)
3. Review current test scores, progress monitoring, and evaluation
results prior to the meeting
•
Ensure understanding of the student’s specific needs and current
functioning levels
4. Write in positive terms
5. Use the “stranger test” to assess PLEP
•
Another district/teacher should be able to begin instruction
immediately with the details in the IEP
PLEP Summary
 Provides the informational basis for generating goals, supports,
accommodations, and services that are specifically designed to meet
the student’s individual needs
 Describes the impact of the disability on the student’s ability to
progress and be involved in the general education curriculum
 Align the student’s PLEP information with the following:
• Content standards and benchmarks
• Measurable Annual goals
• Supplementary aids/services/supports
• Transition needs
Identifies the student’s instructional needs that
may be written as goals
Example PLEPs
Associated Deficits of Other - Health Impairments
 BASC-2 Behavioral & Emotional Screening (BASC-2 BESS) Piper scored a
standard score of 76 with an outlier of 53 on study skills. Her other area of
concern was inattention. The outlier impacted the other scores which were in
the mid to high 80s, so although her overall was 76, study skills and inattention
are the two areas that need to be addressed. These two areas negatively
impact her in all content instruction in both, actively participating and learning
for extended periods of time and in her homework and independent learning.
Her strength is social skills with a standard score of 93. These scores are a
reflection of what was observed within the classroom setting. Exceptional: Yes
 Stanford Achievement Test Series, Tenth Edition (Stanford 10) Piper
scored a standard score of 96 for general math. The area of math reasoning
was her weakness with a standard score of 89, but when given the prompt to
slow down, she performed better. The errors she made were related to her
finding the information within her work, not whether or not she could compute
it correctly. This impacts her in daily instruction, homework, assessments, and
math application in her Algebra coursework. Exceptional: No
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Example PLEPs
Associated Deficits of Emotional Disturbance
Behavior Tracking Form Tracking of Cam's behavior using his daily behavior
track sheets developed in conjunction with his BIP indicate that working with peers
or in larger group settings remains an area of deficit for him. He becomes
aggressive both verbally and physically to peers and the teacher when frustrated.
Also, once he reaches this level of escalation, he is reticent in returning to the
setting and appears to be embarrassed so reentry needs to be a thoughtful, well
planned process. These behaviors cause him to miss core instruction or receive his
core instruction in another setting often and are negatively impacting his progress
and participation. Exceptional: Yes
Student Transition Questionnaire Cam showed an interest in business
administration or social services. However, he was reluctant in participating in this
survey so career exploration should continue. Without accurate and full
participation, he will not have a transition plan that provides the support and
services he will need to be successful post-secondary. Exceptional: Yes
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Associated Deficits of Autism
Occupational Therapy Evaluation Gina presents with right hand dominance. She
holds a writing tool using a lateral quadrupod grasp (index, middle finger, and thumb rest
on the writing tool). Her thumb web space is partially collapsed and she does best with
"The Pencil Grip". Gina is able to legibly form all upper case letters and has occasional
difficulty forming some lower case letters (g/y). She has motor planning difficulties that
impact writing, acquisition of novel fine motor tasks, and can cause frustration and
occasional difficulty maintaining pace. Gina is sometimes a perfectionist with her writing
and she may become frustrated when her intended output does not match how she
visualizes the task to occur. Gina continues to work on placing letters between the writing
lines and accurate spacing when composing sentences. Students in the 3rd grade
typically copy handwriting at a rate of 7-10 words per minute. Gina's rate of 4 words per
minute is significantly lower than what is expected. When typing, Gina demonstrated a
fair knowledge of letter placement and showed good skills in editing mistakes. Her typing
speed is somewhat faster at 5-6 words per minute (copying) but she is still not able to
work at the same rate as her peers on any task requiring writing. Exceptional: Yes
OT Evaluation: Sensory Processing Measure Gina's need for sensory movement
interferes with her ability to follow directions and complete tasks independently
throughout her school day in all settings. She has a sensory diet that is part of her daily
routine and is incorporated into her visual schedule. She is a sensory seeker (vestibular,
proprioceptive, tactile, auditory, visual). She uses a variety of sensory tools and strategies
such as a weighted and pressure vest, fidgets, alternative seating, wiggle cushion, and
engages in heavy work/sensory movement breaks throughout the day. Exceptional: Yes
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Associated Deficits of Autism

Pre-Vocational Checklist Gina sometimes does not follow direction given during large group
instruction without additional prompting. She also has trouble seeing non-preferred tasks through
to completion. The assessment data in the area of receptive language indicates that she does
understand the directions, however, her behavior pattern is to not follow them. These behaviors
make it difficult for her to participate independently in both structured (instructional) and
unstructured (social and play). Exceptional: Yes

Vineland Adaptive Behavior Scale: Gina's adaptive behavior scored in the significantly
delayed range in the areas related to problem solving, seeking assistance, and emotional
regulation. When Gina gets excited or upset she is often difficult to understand and frequently
reacts by yelling, using inappropriate language, or destroying her work. During these times, she
often requires additional staff assistance to calm down. Once escalated, she is removed from the
setting of instruction. Each time she is removed, she misses instruction which is difficult for her
to make up quickly. Exceptional: Yes

Triad Social Skills Assessment: Social Conversation Gina has been observed struggling to
initiate conversation for the purpose of play, seeking help, and social enjoyment with peers. This
impacts her opportunities to participate with her peers in class. Exceptional: Yes

Triad Social Skills Assessment: Emotional Expression Gina has been observed using
inappropriate language and destroying her materials instead of labeling the emotion she is feeling
and requesting the necessary help which has negatively impacted her participation within general
education. Exceptional: Yes
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Associated Deficits of Developmental Delay
Pre-vocational Checklist Tony is usually ready for school and transitions well.
However, he struggles to follow directions, complete work independently, and work with
others. These make it difficult for him to successfully work in collaborative peer groups
and cause him to often not complete his work within the core instruction. Exceptional:
Yes
Test of Early Reading Ability- Third Edition (TERA-3) Tony scored a standard score
of 74 on the TERA-3 which is significantly below average. He was able to identify
common signs and labels, particularly those related to favorite foods. Identification of
letters and their sounds is a struggle. Also, discriminating between letters was difficult
for him when considering lower case letter. These are the core focus skills of his general
education and it is difficult for him to participate in the instruction as he is still working
on these foundational reading skills. Exceptional: Yes
Test of Early Mathematics Ability- Third Edition (TEMA-3) Tony scored a standard
score of 64 in the area of math. At this time, he was able to identify only three numbers.
He can only count up to 2 objects consistently and was not able to compare items. This
makes it difficult for him to participate in the classroom instruction as these are
foundational math skills. His strength is completing activities that require matching.
Exceptional: Yes
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Associated Deficits of Specific Learning
Disability in Reading

Pre-Vocational Checklist Several of Susan's teachers completed the pre-vocational checklist on
Susan. There were no significant areas of deficit. She comes to class prepared with materials,
participates appropriately and gets along well with her peers. Exceptional: No

Test of Silent Word Reading Fluency (TOSWRF) In looking at Susan's protocol, it appears
that she worked very slowly. She managed to divide 45 words on the form, but made 10 errors.
Her descriptive rating indicated that she fell within the below average range placing her at the
13th percentile. Based on expected third grade norms, Susan is significantly behind for her
current grade level. This negatively impacts her participation throughout content instruction as
third grade is the year instruction switches from learning to read to reading to learn. Exceptional:
Yes

Curriculum-Based Measure: Given a 1 minute 3rd grade fluency test, Susan accurately
sounded 42 letters. This represents the 45th percentile according to winter norms. Word
Identification Fluency: Susan identified 6 words from the CBM third grade word list in one
minute. This represents the 10th percentile according to winter norms. Reading Fluency-Given
a 1 minute grade level passage, Susan read 25 words correctly with 11 errors. This is significantly
below the 10th percentile according to winter norms. Susan is significantly behind grade level
average compared to her third grade peers in word identification fluency and reading fluency and
will be negatively impacted in content instruction in all subject areas. Exceptional: Yes
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Associated Deficits of Specific Learning
Disability in Reading

Brigance Diagnostic Comprehensive Inventory of Basic Skills–Revised
(CIBS-R) Word recognition grade placement: When presented with a list of 10
words commonly introduced in basal reading texts, Susan read and pronounced 10
words out of 10 words in the first grade level, 6 out of 10 on the second grade, and
only 2 of 10 on the 3rd grade passage. Reading Comprehension- Susan read a
group of passages quietly on her own and scored 100% accuracy on comprehension
at the late 1st grade level. Errors were random. Susan is currently in the 3rd grade.
Her assessment results indicate she is significantly behind grade level in comparison
to the average of her peers and her low reading skills will negatively impact her in all
content areas of instruction that require reading. Exceptional: Yes

Woodcock Johnson III Tests of Achievement (WJ-Ach III) When compared to
others at her grade level, Susan scored well below her peers. Her standard scores in
letter-word identification is 84 which is at the 16th percentile. Due to weak phonetic
abilities, Susan's reading comprehension scores were also significantly impaired. Her
standard score was 85 which was at the 15th percentile, and she had a reading
fluency standard score of 81 at the 15th percentile as well. She has not mastered any
of the phonemic rules needed to help her decode words, and reads in a slow,
laborious manner stumbling over her words. This has a significant negative effect on
grade level independent access of the core curriculum. Exceptional: Yes
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Measurable Annual Goals
MAG
 MAG is the pathway to address skills acquisition
 Curriculum standard (grade level expectation) will be referenced
within the PLEP
• The curriculum standard is not a measurable annual goal
 Goals should answer the following question
• What skills does the student need to master the content of the
curriculum and close the gap identified in the area of deficit
 Goals relate to the student‘s need for specially designed instruction
to address the student’s specific deficit areas
MAG Summary
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Individual needs are the basis for a student’s goal
Directly linked to the exceptional area(s) of the PLEP
Measurable and very specific
Numbers must be included in the goal
Must meet the student’s needs that result from the disability to
enable the student to be involved and make progress in the general
curriculum
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Ask Yourself?
 “What prerequisite skills/ knowledge does the student need to close
the gap between his/her present levels of academic achievement
and the grade-level standards?” www.pattan.net
 “What skills are required to demonstrate proficiency on assessed
state indicators? What are the pre-requisite skills required for
mastery?” http://www.ksde.org
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www.pattan.net
http://www.ksde.org
Measurable Annual Goal (MAG) Template:
 Given_______(condition/materials/setting/accommodation),
_______(student name) will _______(do what measurable/
observable skill/behavior in functional terms), _____(to what
extent/how well to determine mastery), ________(# of
times/frequency/how consistently), by ________(how often )
evaluated/determined by _____(measure)
www.pattan.net
http://www.ksde.org
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Example MAGs
Reading Fluency-Given a 3rd grade curriculum based measure,
Jennifer will read 94 words per minute with 95% accuracy for 5
consecutive trials on a 1 minute reading probe that will be completed 1
x per week. (Jennifer is in 5th grade).
Math Calculation-Given a 4th grade curriculum based measure, Sherri
will compute 2-3 digit multiplication problems with 80% accuracy on 6
consecutive trials using a 1 minute math calculation curriculum based
measure that will be completed 1 x per week.
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Example MAGs
Written Expression-Given a list of 10 sentences and sentence
fragments in random order, Joy will be able to sort the sentences into
the categories of complete or incomplete with 90% accuracy over 5
trials within 1 month.
Basic Reading-Decoding-Given a probe, without prompting or
cueing, Frank will decode consonant-vowel-consonant-e words with
90% accuracy, for 5 consecutive trials within a month.
Given a 1st grade curriculum based measure, without prompting, Frank
will decode consonant-vowel-consonant-e words with 90% accuracy for
4 consecutive opportunities on a 1 minute probe that will be completed
1x per week.
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Example MAGs
Behavior
Jake will reduce the number of office referrals from five times per week
to one time per week for four consecutive weeks, according to behavior
records.
During unstructured tasks, Alison will remain within her desk work
area, defined by tape and furniture with no more than 1 prompt for
80% of the activities within the school week as measured by a
systematic observation tool.
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Example MAGs
Adaptive Behavior
When frustrated or agitated, Haven will select and independently use
one of her coping strategies for 80% of the opportunities within a 2
week time period.
At lunch, Marcus will open food containers including plastic tubes, bags
and paper wrappers with no assistance 90% of opportunities given
within a month time frame.
Speech-During structured speech tasks, Henry will correctly
pronounce /s/ and /sh/, /t/ and /th/ within 5-7 word phrases with 90%
accuracy over 5 sessions.
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Example MAGs
Fine Motor Given a spacer and wide ruled paper, Gina will demonstrate
legible handwriting for classroom assignments requiring 1-2 sentences with
90% of words correctly oriented on the lines and correct spacing during
class time over 4 consecutive data days by December 2014.
Social/Emotional Behavior Given a rubric describing and modeling
appropriate conversations, Gina will initiate, maintain, and terminate
conversations with peers for the purpose of play, seeking help, and social
enjoyment with an average of 80% accuracy over 3 consecutive weeks
across 2 or more settings as measured by a 5 point rubric.
Transition Given exploration of career options activates for at least 5
different careers, Delia will develop skills necessary to hold a part-time job
at a level of "proficient" as measured on the work experience rubric by
teacher observation and data collection on 80% of the work experience
settings.
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Example MAGs
Gross Motor Marna will navigate the school environment including,
backing up, turning, maintaining control on downward slopes or surface
changes, and while carrying objects within her lap to a degree that she is
able to stay with her class for transitions and movement within the
classroom for participation in learning opportunities at the same rate as
her peers 90% of the time as measured by a peer comparison time sample
measure completed two random times a week for 3 consecutive weeks.
Medical/Physical Needs Given a digital clock and schedule, Marna will
excuse herself from class to use the restroom with no prompting or
reminder 9 of 10 consecutive school days.
Adaptive Behavior Marna will manage books, materials, and personal
belongings with independently including her lunch tray 80% of the day for
4 of 5 consecutive days over 2 weeks.
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Measurable Annual Goal
vs. Short Term Objectives
MAGS
Short term objectives
 Very specific no longer broad
 Includes criteria for mastery
 Instead progress monitor to show
within the goal
 May have more measurable
annual goals if distinctly different
skills
progress toward the MAG.
 If need short term objective you
can still use them.
 If significantly different from one
another, how did you say met goal
if 1 of short term objectives were
not met?
Questions to Consider
What is your districts current focus?
Current Measurable Annual Goal
focus
Current Intervention Focus
 What do Measurable Annual Goals
 Are the interventions related to
look like in your district?
 Are they common core drop
down?
 Goals broad?
student area of deficit ex. Reading
fluency?
 Are goals specific to student
need?
 Are goals specific, do you know
exactly where student is receiving
intervention?
 Are sp.ed teachers tutors of
the standards?
Special Education Intervention
 Determine
• What must the student know and be able to do
•
•
•
•
•
– Common Core State Standards
What accommodations/supports are needed to achieve the goal
– Increase LRE with specialized instruction
What interventions are needed
– Specific to area of deficit
What will determine mastery
How will progress toward goal be monitored
What data must be collected and how often
Special Education Intervention
Not Re-teaching or Remediating
Re-teaching/Remediation
Intervention
Tier I-Core Instruction
 Goal is to re-teach standards that
students are struggling with rather
than specific skills
 Bubble Kids
Special Education Intervention
 Goal is to provide research based
interventions aligned to specific
skill deficit(s) as identified by
multiple sources of data in
addition to Universal Screener
Skills Based Assessment
 Skill based universal
screener/standardized
assessments aligned to area(s) of
deficit
 Skill based progress monitoring
specific to area(s) of deficit
Standards Based Assessment
 Benchmark
 Formative
 Summative
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So in what area do we intervene?
PLEP
Exceptional
PLEP requires a
Current data
MAG
Present Level of Performance (PLEP)
Measurable Annual Goal (MAG)
MAG drives
specific
intervention
Question to Consider
 Specific Learning Disability—Reading Fluency
» Given a 3rd grade curriculum based measure, Jennifer will read 94 words per
minute with 95% accuracy for 3 consecutive trials on a 1 minute reading probe
that will be completed 1 x per week.
 Is this special education teacher providing a resource setting for this
student?
• Is this student receiving intervention in the area of reading fluency?
• Does this teacher provide intervention in writing? Or do we work to
accommodate while we focus on intervening in reading?
• What do you suspect was the area of exceptionality in the PLEP for this
student?
Accommodations
 Enable students to participate more fully in instruction and
assessments and to demonstrate their knowledge and skills
 Based on individual needs and not disability category, English
language proficiency alone, level of instruction, amount of time
spent in a general education classroom, program setting, or
availability of staff
Accommodations should be based on a documented need in the
instruction/assessment setting and should not be provided for the
purpose of giving the student an enhancement that could be viewed as
an unfair advantage.
Not a MENU of options
5 Step Process for Accommodation Selection
1. Expect all students to achieve grade-level academic content
2.
3.
4.
5.
standards
Learn about accommodations
Select accommodations
Administer accommodations during assessment
Evaluate and improve accommodation use
Accommodation Summary
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Provide equitable access during instruction and assessment
Mitigate the effects of a students disability
Does not reduce learning or achievement expectations
Does not change the construct being assessed
Does not compromise the integrity or validity of the assessment
Intended to reduce or even eliminate the effects of a student’s
disability and/or English language proficiency
Must be based on need to not reduce
learning expectations
Next Generation Assessments
 PARCC stands for the Partnership for Assessment of Readiness for
College and Career.
• PARCC is developing math and English Language Arts/literacy
assessments
• 2014-15: TCAP PARCC math and TCAP PARCC ELA/literacy will replace
TCAP Achievement and End of Course math and ELA assessments
 NCSC stands for the National Center and State Collaborative
• Alternate assessment for students with significant cognitive disabilities
• 2014-15: NCSC will replace TCAP-Alt PA for ELA and math
PARCC Accommodations
 The “Big Four”
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Text to Speech for ELA/Literacy
Scribing or Speech to Text for constructed response ELA/Literacy
Word prediction for ELA/Literacy
Calculation Device and Mathematics Tables
These have additional considerations for use. Need data to support
decision for these accommodations.
Additional Guidance documents on the PARCC Accommodation
site. More training to come.
NCSC
 Developed materials to help teachers with instruction for students
who will take these alternate assessments
 NCSC professional development resources are designed to assist
teachers in identifying and developing student communication and
language development necessary to access the general curriculum
 NCSC’s focus is to help students with significant cognitive disabilities
continue their education after high school, to be prepared for
employment and to have a fulfilling life in the community
Transition to Instructionally Appropriate IEP
Evaluate students for specific skill deficits
Implement interventions with progress monitoring
Focus on specially designed instruction
Special education teacher assist during planning phase to
differentiate instruction/instructional materials
 Universal design for learning principles as the basis for instruction
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References
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http://www.ksde.org

www.pattan.net
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Tennessee Department of Education Website
http://www.tennessee.gov/education/speced/secondary_trans.shtml
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TOPS (Transition Outcomes Project) Information
http://cuttingedj.net/index.html
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GAO report on Problems that Impede Youth Transition
http://www.gao.gov/assets/600/592329.pdf

NSTTAC - National Secondary Transition Technical Assistance Center
http://nsttac.org/

Transition Innovation – Region V Technical Assistance &
Continuing Education Center (TACE)
brown@ruralinstitute.umt.edu
Helpful Links
RTI Resources

Tennessee Department of Education Website
http://www.tennessee.gov/education/speced/secondary
_trans.shtml

TOPS (Transition Outcomes Project) Information
http://cuttingedj.net/index.html

GAO report on Problems that Impede Youth Transition
http://www.gao.gov/assets/600/592329.pdf

NSTTAC - National Secondary Transition Technical
Assistance Center
http://nsttac.org/


Transition Innovation – Region V Technical Assistance &
Continuing Education Center (TACE)
brown@ruralinstitute.umt.edu
Special Education -- State Personnel Development
Grants Program
www.tnspdg.com
Re-Evaluation Temporary
Solutions
Free Resources
 EasyCBM.com
 DIBELS.com
 http://www.interventioncentral.org
Universal Design for Learning
http://www.cast.org/
http://www.udlcenter.org/
Tie Hodack
Tie.Hodack@tn.gov
Twitter Handle: @HodackTie
Lori Nixon
Lori.Nixon@tn.gov
Twitter Handle: @L_A_Nixon